UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Kasey Gilbert Date of Lesson: 2008
Grade Level: 9- Diploma Topic: Holocaust Terms
Objectives
Student will understand that: The Holocaust effected many groups of people then as well as afterwards.
Student will know: Terminology: exclusion, expropriation, exile, extermination, ghetto, Gentile, concentration camp, anti-Semitism, Nazi, war crimes
Student will be able to do: create a digital glossary of terms on the class Wiki to use as a guide for understanding terms associated with the Holocaust.
Maine Learning Results Alignment
Maine Learning Results: Social Studies
E. History
E1 Historical knowledge, concepts, themes, and patterns
Grade 9-Diploma World War II and Postwar United States1939-1961
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and the future.
Rationale: This lesson adheres to the Maine Learning Results because by making a glossary students will learn and understand the definitions of terms that are connected to the Holocaust.
Assessment Formative (Assessment for Learning)
This lesson teaches students about some of the terms associated with the Holocaust. These terms will be connected to events, people and ideas that are connected to the Holocaust. In their groups, students will engage in a peer review session. Students will define terms to create a reference for the entire class. Summative (Assessment of Learning)
Students will self assess their work during a review session, and fix mistakes. Their final product should be correct after the review session. Each group will then post their terms onto the class Wiki where the teacher will give them feedback. Students will then be responsible for going onto the class Wiki (before the class meets again) and fixing anything that has brought to their attention. Points earned will go towards their participation grade. This must be done by the next class period.
Integration
Language Arts: Reading and writing are an essential part of this lesson as students will be researching their terms online.
Technology: Students will be using online sources to research their terms and a Wikispace to post their definitions on.
Groupings
Students will be put into groups of 4 according to their seasonal groups. Each student will be given a hardcopy of a Ladder Graphic Organizer. Each group will be given a list of 4 terms, and no two groups will have the same terms. Each group member will pick one term to research. After finding the definition of their term, the students will share what they found with their group. Each student will have a unique role within their group. One student will be Recorder, who will be responsible for recording the groups information onto a Word Document of straight to the Wiki if they so choose.. One student will be the Materials Getter, who will be responsible for providing the group members with reference books, pencils and other materials if they should need them. Another student will be Organizer, responsible for telling the Recorder the definition of the terms. Finally, there will be a Fact Checker who will double check the definition of the terms the group is responsible for after each individual has picked a term from the list to research online. Each term should be defined in at least 2 sentences. Groups will then double check their work before sharing with the class. After a short review of each event with the instructor and final edits, the Recorder will upload the group's word document to the class Wiki. Each member will be assessed by the teacher on the term they have chosen to write a small blurb on, that has been posted on the Wiki.
Differentiated Instruction
Strategies
Logical-Mathematical- Students will be navigating through a website.
Linguistic- Students will be finding definitions for terms.
Interpersonal/Bodily-Kinesthetic- Students will be working in groups.
Intrapersonal- Students will be given one term to define on their own.
All 8: Students will be given subjects during the Hook that pertain to their interests. Modifications/Accommodations
( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.) Students who are absent will be responsible for adding a term to the class glossary. I will have extra term ideas on hand for the student to chose from. They will be given one day, or until the class meets again, from the day that they receive the assignment, to add to the class Wiki. Extensions
All students, regardless of skill level will be challenged throughout the lesson. Most of the terms being researched are specific to the Holocaust so many of the students will not know the definitions. This will put lower level students and higher level students on the same playing field because all students will be discovering new terms and definitions. All students will also be asked to try to think of a term that may connect to other historical events, current events, or even their lives.
Materials, Resources and Technology
Projector with laptop connection
Projector screen
Laptops for students (with wireless access and Inspiration)
Hard copy of blank Ladder GO
Hard copy of terms
Holocaust reference books
Class Wikispace
Links to online resources
Pencils
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale: During this lesson students will be walking around the room and working in groups which will cater to Interpersonal and Bodily learners. Students will also be working on their own to research and define a term (Intrapersonal) Most importantly, students will have the change to define terms that have meaning to them. This lesson will include the eight intelligences. This ensures that a majority of the students in the classroom will be able to contribute to discussions, and express their understanding in the way they feel most confident and comfortable with.
• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: Since this lesson involves putting a glossary together, students will not need any prior knowledge of the Holocaust. Before the review session, students will be asked how many of the terms on the list they had known about prior to the assignment. This will assess what they learned about through the lesson. Also, students will have ample time to revise their terms, which will also serve as a form of self-assessment.
• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale: This lesson caters to the eight intelligences. Students will be moving, using technology, writing, reading, and discussing. It also uses the online resources and Wikispaces, which can be used by lower level students to do basic research on their term, or by higher level students to research their term in more detail.
• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale: This lesson will include a pre-assessment (see Standard 4), an informal assessment by posing questions (see Extensions), an informal assessment involving a review session, another informal assessment via Wiki feedback from the instructor, and a formal assessment after students have a chance to revise based on teacher feedback.
Teaching and Learning Sequence:
Students will enter the classroom and be instructed to take a laptop from the cart and get into their winter seasonal groups. The agenda on the board will read as follows; questions, Your Interests activity, group activity, review. Students will be given time to read the agenda. After asking any clarifying questions will be given a term based on their personal interests, passions, etc and will be instructed to do a quick search of their term on Glossarist.com. The instructor will then make a real world connection to Holocaust terms. (15 Minutes) Where, What, Why, Hook, Tailor: Visual, Naturalistic, Linguistic, Musical, Bodily/Kinesthetic, Interpersonal, Intrapersonal
Each group will be given a list of four terms that connect to the Holocaust and a Ladder Graphic Organizer. Each student will pick one term to research using online resources or reference books if they so choose. After researching their terms, the students will share their definitions with their group. The Fact Checker will double check the definitions and the Recorder will type the definitions onto a Word document. The teacher will circulate the room and will be available for assistance. (40 Minutes) Equip, Explore, Tailor: Logical, Linguistic, Interpersonal, Intrapersonal
Students will be given a chance to share their definitions with the class. As this is going on the instructor will be using the overhead to fill in a Ladder GO with definitions. The instructor will take this opportunity to add/discuss the terms with the class. Meanwhile students will be able to take notes if they choose. The instructor will then pose the following questions; "Do these terms connect to other historical events, current events or your life?" Students will then be given time to discuss their answers with the class as a classroom discussion. (20 Minutes) Experience, Rethink, Revise, Tailor: Interpersonal, Intrapersonal, Linguistic
Students will be asked to refine their definitions by the next class period if they feel the need to edit. They will be told that the instructor will be viewing the Wikispace and evaluating their definition. Students will be given time to ask any remaining questions. (5 Minutes) Refine, Evaluate
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Kasey Gilbert Date of Lesson: 2008
Grade Level: 9- Diploma Topic: Holocaust Terms
Objectives
Student will understand that: The Holocaust effected many groups of people then as well as afterwards.
Student will know: Terminology: exclusion, expropriation, exile, extermination, ghetto, Gentile, concentration camp, anti-Semitism, Nazi, war crimes
Student will be able to do: create a digital glossary of terms on the class Wiki to use as a guide for understanding terms associated with the Holocaust.
Maine Learning Results Alignment
Maine Learning Results: Social Studies
E. History
E1 Historical knowledge, concepts, themes, and patterns
Grade 9-Diploma World War II and Postwar United States1939-1961
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and the future.
Rationale: This lesson adheres to the Maine Learning Results because by making a glossary students will learn and understand the definitions of terms that are connected to the Holocaust.
Assessment
Formative (Assessment for Learning)
This lesson teaches students about some of the terms associated with the Holocaust. These terms will be connected to events, people and ideas that are connected to the Holocaust. In their groups, students will engage in a peer review session. Students will define terms to create a reference for the entire class.
Summative (Assessment of Learning)
Students will self assess their work during a review session, and fix mistakes. Their final product should be correct after the review session. Each group will then post their terms onto the class Wiki where the teacher will give them feedback. Students will then be responsible for going onto the class Wiki (before the class meets again) and fixing anything that has brought to their attention. Points earned will go towards their participation grade. This must be done by the next class period.
Integration
Language Arts: Reading and writing are an essential part of this lesson as students will be researching their terms online.
Technology: Students will be using online sources to research their terms and a Wikispace to post their definitions on.
Groupings
Students will be put into groups of 4 according to their seasonal groups. Each student will be given a hardcopy of a Ladder Graphic Organizer. Each group will be given a list of 4 terms, and no two groups will have the same terms. Each group member will pick one term to research. After finding the definition of their term, the students will share what they found with their group. Each student will have a unique role within their group. One student will be Recorder, who will be responsible for recording the groups information onto a Word Document of straight to the Wiki if they so choose.. One student will be the Materials Getter, who will be responsible for providing the group members with reference books, pencils and other materials if they should need them. Another student will be Organizer, responsible for telling the Recorder the definition of the terms. Finally, there will be a Fact Checker who will double check the definition of the terms the group is responsible for after each individual has picked a term from the list to research online. Each term should be defined in at least 2 sentences. Groups will then double check their work before sharing with the class. After a short review of each event with the instructor and final edits, the Recorder will upload the group's word document to the class Wiki. Each member will be assessed by the teacher on the term they have chosen to write a small blurb on, that has been posted on the Wiki.
Differentiated Instruction
Strategies
Logical-Mathematical- Students will be navigating through a website.
Linguistic- Students will be finding definitions for terms.
Interpersonal/Bodily-Kinesthetic- Students will be working in groups.
Intrapersonal- Students will be given one term to define on their own.
All 8: Students will be given subjects during the Hook that pertain to their interests.
Modifications/Accommodations
( I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.) Students who are absent will be responsible for adding a term to the class glossary. I will have extra term ideas on hand for the student to chose from. They will be given one day, or until the class meets again, from the day that they receive the assignment, to add to the class Wiki.
Extensions
All students, regardless of skill level will be challenged throughout the lesson. Most of the terms being researched are specific to the Holocaust so many of the students will not know the definitions. This will put lower level students and higher level students on the same playing field because all students will be discovering new terms and definitions. All students will also be asked to try to think of a term that may connect to other historical events, current events, or even their lives.
Materials, Resources and Technology
Projector with laptop connection
Projector screen
Laptops for students (with wireless access and Inspiration)
Hard copy of blank Ladder GO
Hard copy of terms
Holocaust reference books
Class Wikispace
Links to online resources
Pencils
Source for Lesson Plan and Research
Hook: Glossarist.com
http://fcit.usf.edu/HOLOCAUST/resource/glossary.htm
Activity: http://www.mtsu.edu/~baustin/glossary.html
http://fcit.usf.edu/holocaust/RESOURCE/glossary.htm
http://history1900s.about.com/library/holocaust/aa081997.htm
http://www.holocaustresearchproject.org/appendix/glossary.html
Wikispaces.com
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale: During this lesson students will be walking around the room and working in groups which will cater to Interpersonal and Bodily learners. Students will also be working on their own to research and define a term (Intrapersonal) Most importantly, students will have the change to define terms that have meaning to them. This lesson will include the eight intelligences. This ensures that a majority of the students in the classroom will be able to contribute to discussions, and express their understanding in the way they feel most confident and comfortable with.
• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: Since this lesson involves putting a glossary together, students will not need any prior knowledge of the Holocaust. Before the review session, students will be asked how many of the terms on the list they had known about prior to the assignment. This will assess what they learned about through the lesson. Also, students will have ample time to revise their terms, which will also serve as a form of self-assessment.
• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale: This lesson caters to the eight intelligences. Students will be moving, using technology, writing, reading, and discussing. It also uses the online resources and Wikispaces, which can be used by lower level students to do basic research on their term, or by higher level students to research their term in more detail.
• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale: This lesson will include a pre-assessment (see Standard 4), an informal assessment by posing questions (see Extensions), an informal assessment involving a review session, another informal assessment via Wiki feedback from the instructor, and a formal assessment after students have a chance to revise based on teacher feedback.
Teaching and Learning Sequence:
Students will enter the classroom and be instructed to take a laptop from the cart and get into their winter seasonal groups. The agenda on the board will read as follows; questions, Your Interests activity, group activity, review. Students will be given time to read the agenda. After asking any clarifying questions will be given a term based on their personal interests, passions, etc and will be instructed to do a quick search of their term on Glossarist.com. The instructor will then make a real world connection to Holocaust terms.
(15 Minutes) Where, What, Why, Hook, Tailor: Visual, Naturalistic, Linguistic, Musical, Bodily/Kinesthetic, Interpersonal, Intrapersonal
Each group will be given a list of four terms that connect to the Holocaust and a Ladder Graphic Organizer. Each student will pick one term to research using online resources or reference books if they so choose. After researching their terms, the students will share their definitions with their group. The Fact Checker will double check the definitions and the Recorder will type the definitions onto a Word document. The teacher will circulate the room and will be available for assistance.
(40 Minutes) Equip, Explore, Tailor: Logical, Linguistic, Interpersonal, Intrapersonal
Students will be given a chance to share their definitions with the class. As this is going on the instructor will be using the overhead to fill in a Ladder GO with definitions. The instructor will take this opportunity to add/discuss the terms with the class. Meanwhile students will be able to take notes if they choose. The instructor will then pose the following questions; "Do these terms connect to other historical events, current events or your life?" Students will then be given time to discuss their answers with the class as a classroom discussion.
(20 Minutes) Experience, Rethink, Revise, Tailor: Interpersonal, Intrapersonal, Linguistic
Students will be asked to refine their definitions by the next class period if they feel the need to edit. They will be told that the instructor will be viewing the Wikispace and evaluating their definition. Students will be given time to ask any remaining questions.
(5 Minutes) Refine, Evaluate